scholarly journals The Mediating Role of Mathematics Self-Concept in the Association of Self-esteem and Classroom Environment Perceptions with Math Anxiety in Students

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Maasomeh Naderi Dehsheykh ◽  
Fariba Hafezi ◽  
Zahra Dasht Bozorgi
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Math Anxiety ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Mediating Role ◽  
Female High School

Background: Math anxiety (MA) emerges as a state of discomfort and anxiety when a student is faced with a math problem. Objectives: The present study aimed to investigate the association between self-esteem and classroom environment perceptions with math anxiety through the mediating role of mathematics self-concept (MSC) in female high school students. Methods: This descriptive-correlational study was conducted on all the female high school students in Ahvaz, Iran in the academic year 2020 - 2021. In total, 237 students were selected as the sample population via single-stage cluster sampling. Data were collected using the Math Anxiety questionnaire (MAQ), Self-Esteem questionnaire (SEQ), Dundee Ready Educational Environment measure (DREEM), and Mathematical Self-Concept questionnaire (MSCQ). The proposed research model was evaluated using structural equation modeling. Results: With the exception of self-esteem and classroom environment perceptions (CEPs), all the direct paths were significantly correlated with MA (P = 0.001). Moreover, the indirect paths of self-esteem were significantly correlated with MA considering the mediating role of MSC (β = -0.240; P = 0.002). Furthermore, a significant association was observed between CEP and MA, mediated by MSC (β = -0.129; P = 0.001). Conclusions: According to the results, the proposed model had a good fit and could be an important step in identifying the influential factors in the MA of students.

Trauma and self-harming behaviors in high school students: The mediating role of identity formation

2021 ◽  
Vol 92 ◽  
pp. 20-29
Author(s):  
Leni Raemen ◽  
Koen Luyckx ◽  
Nina Palmeroni ◽  
Margaux Verschueren ◽  
Amarendra Gandhi ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Formation ◽  
School Students ◽  
Mediating Role

scholarly journals SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT

2017 ◽  
Vol 54 (7) ◽  
pp. 673-688 ◽  
Author(s):  
Charity Brown Griffin ◽  
Shauna M. Cooper ◽  
Isha W. Metzger ◽  
Alexandrea R. Golden ◽  
C. Nicole White
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
Racial Climate ◽  
School Students ◽  
Mediating Role

scholarly journals Applying Positive Discipline in School and Adolescents’ Self-esteem

2021 ◽  
Vol 9 (1) ◽  
pp. 1-11
Author(s):  
Slađana Zuković ◽  
◽  
Dušica Stojadinović ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Development ◽  
School Context ◽  
Self Esteem ◽  
School Students ◽  
Convenience Sample ◽  
Positive Discipline ◽  
High Level

Starting from the general principles of the concept of positive discipline, the paper points out that schools and teachers can significantly contribute to the application of positive discipline to affect different aspects of a student’s personality development. The potentials of applying positive discipline in the school for developing adolescents’ self-esteem are particularly emphasized. Accordingly, this paper will present the results of a study that aimed to establish a correlation between assessing the presence of positive discipline in a school context and the level of adolescents’ self-esteem. The survey included a convenience sample of 195 high school students from three high schools - art, technical, and grammar school. The Rosenberg Self-Esteem Scale and the scale for assessing the presence of positive discipline in the school were used to collect the data. The results showed that adolescents exhibit a high level of self-esteem, while their assessment of the presence of positive discipline in school is moderate. Also, it was found that with the increase in the assessment of the presence of positive discipline in school, the level of adolescents’ self-esteem increased, and the statistically significant moderating role of the measured variables was found only in the type of high school. The conclusion points to the need to sensitize teachers to manage the classroom according to the principles of positive discipline, as well as the importance of creating the conditions that, through the phenomenon of positive discipline, effectively raise the quality of schoolwork as a whole.

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